I have spent some time looking through the ftp files Eva gave us a few
months back and found an interesting piece by / about Serpell. It reviews /
discusses his work as well as the *Significance of Schooling*.
ftp://weber.ucsd.edu/pub/lchc/chapters/
There is also an interesting piece by Engestrom that uses activity theory to
read Stanislavsky who was influential in Vygotsky's earlier work. It is in
.gz unix format, but I have it in txt if anyone would like to read it.
ftp://weber.ucsd.edu/pub/lchc/xlchc/
Nate
-----Original Message-----
From: Mike Cole [mailto:mcole@weber.ucsd.edu]
Sent: Friday, December 31, 1999 5:30 PM
To: xmca@weber.ucsd.edu
Subject: well, not down yet
Strange, maybe there will be no computer problems?
Anyway, it occurred to me that people interested in pursuing issues of
cultural understandings of intelligence ought to read Robert Serpell's
book, *The Significance of Schooling* which, among many other virtues.
includes a description of his research on indigenous notions of ability
among a group in Zambia and its relationship to schooling in that
area. The book is well worth reading even if you are not at all interested
in iq issues, but in education and culture, broadly conceived.
Thanks Rachel for your penchant comments on the compulsion to turn
difference
into deficit and its entrenchment.
this issue has historicaly gone UNDER-discussed in cultural-historical
psychology, apropos a question/remark of paul's which remains among the
many messages to which I will not be able to respond for another few days,
or is that a millenium.
Its odd to have this arbirtrary, ideology-soaked system assault us as it
has given our recent discussions about time!
mike
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